Global Learning VALUE Rubric



|Global Learning VALUE Rubric |[pic] |

|for more information, please contact value@ | |

Definition

Global learning is a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for people’s lives and the earth’s sustainability. Through global learning, students should 1) become informed, open-minded, and responsible people who are attentive to diversity across the spectrum of differences, 2) seek to understand how their actions affect both local and global communities, and 3) address the world’s most pressing and enduring issues collaboratively and equitably.

Framing Language

Effective and transformative global learning offers students meaningful opportunities to analyze and explore complex global challenges, collaborate respectfully with diverse others, apply learning to take responsible action in contemporary global contexts, and evaluate the goals, methods, and consequences of that action. Global learning should enhance students’ sense of identity, community, ethics, and perspective-taking. Global learning is based on the principle that the world is a collection of interdependent yet inequitable systems and that higher education has a vital role in expanding knowledge of human and natural systems, privilege and stratification, and sustainability and development to foster individuals’ ability to advance equity and justice at home and abroad. Global learning cannot be achieved in a single course or a single experience but is acquired cumulatively across students’ entire college career through an institution’s curricular and co-curricular programming. As this rubric is designed to assess global learning on a programmatic level across time, the benchmarks (levels 1-4) may not be directly applicable to a singular experience, course, or assignment. Depending on the context, there may be development within one level rather than growth from level to level.

We encourage users of the Global Learning Rubric to also consult three other closely related VALUE Rubrics: Civic Engagement, Intercultural Knowledge and Competence, and Ethical Reasoning.

Glossary

The definitions that follow were developed to clarify terms and concepts used in this rubric only.

Global Self-Awareness: in the context of global learning, the continuum through which students develop a mature, integrated identity with a systemic understanding of the interrelationships among the self, local and global communities, and the natural and physical world.

Perspective Taking: the ability to engage and learn from perspectives and experiences different from one’s own and to understand how one’s place in the world both informs and limits one’s knowledge. The goal is to develop the capacity to understand the interrelationships between multiple perspectives, such as personal, social, cultural, disciplinary, environmental, local, and global.

Cultural Diversity: the ability to recognize the origins and influences of one’s own cultural heritage along with its limitations in providing all that one needs to know in the world. This includes the curiosity to learn respectfully about the cultural diversity of other people and on an individual level to traverse cultural boundaries to bridge differences and collaboratively reach common goals. On a systems level, the important skill of comparatively analyzing how cultures can be marked and assigned a place within power structures that determine hierarchies, inequalities, and opportunities and which can vary over time and place. This can include, but is not limited to, understanding race, ethnicity, gender, nationhood, religion, and class.

Personal and Social Responsibility: the ability to recognize one’s responsibilities to society--locally, nationally, and globally--and to develop a perspective on ethical and power relations both across the globe and within individual societies. This requires developing competence in ethical and moral reasoning and action.

Global Systems: the complex and overlapping worldwide systems, including natural systems (those systems associated with the natural world including biological, chemical, and physical sciences) and human systems (those systems developed by humans such as cultural, economic, political, and built), which operate in observable patterns and often are affected by or are the result of human design or disruption. These systems influence how life is lived and what options are open to whom. Students need to understand how these systems 1) are influenced and/or constructed, 2) operate with differential consequences, 3) affect the human and natural world, and 4) can be altered.

Knowledge Application: in the context of global learning, the application of an integrated and systemic understanding of the interrelationships between contemporary and past challenges facing cultures, societies, and the natural world (i.e., contexts) on the local and global levels. An ability to apply knowledge and skills gained through higher learning to real-life problem-solving both alone and with others.

|Global Learning VALUE Rubric |[pic] |

|for more information, please contact value@ | |

Definition

Global learning is a critical analysis of and an engagement with complex, interdependent global systems and legacies (such as natural, physical, social, cultural, economic, and political) and their implications for people’s lives and the earth’s sustainability. Through global learning, students should 1) become informed, open-minded, and responsible people who are attentive to diversity across the spectrum of differences, 2) seek to understand how their actions affect both local and global communities, and 3) address the world’s most pressing and enduring issues collaboratively and equitably.

Evaluators are encouraged to assign a zero to any work sample or collection of work that does not meet benchmark (cell one) level performance.

| |Capstone |Milestones |Benchmark |

| |4 |3 2 |1 |

|Global Self-Awareness |Effectively addresses significant issues in the natural and |Evaluates the global impact of one’s own and others’ specific|Analyzes ways that human actions influence the natural and |Identifies some connections between an individual’s personal|

| |human world based on articulating one’s identity in a global |local actions on the natural and human world. |human world. |decision-making and certain local and global issues. |

| |context. | | | |

|Perspective Taking |Evaluates and applies diverse perspectives to complex |Synthesizes other perspectives (such as cultural, |Identifies and explains multiple perspectives (such as |Identifies multiple perspectives while maintaining a value |

| |subjects within natural and human systems in the face of |disciplinary, and ethical) when investigating subjects within|cultural, disciplinary, and ethical) when exploring subjects |preference for own positioning (such as cultural, |

| |multiple and even conflicting positions (i.e. cultural, |natural and human systems. |within natural and human systems. |disciplinary, and ethical). |

| |disciplinary, and ethical.) | | | |

|Cultural Diversity | Adapts and applies a deep understanding of multiple |Analyzes substantial connections between the worldviews, |Explains and connects two or more cultures historically or in|Describes the experiences of others historically or in |

| |worldviews, experiences, and power structures while |power structures, and experiences of multiple cultures |contemporary contexts with some acknowledgement of power |contemporary contexts primarily through one cultural |

| |initiating meaningful interaction with other cultures to |historically or in contemporary contexts, incorporating |structures, demonstrating respectful interaction with varied |perspective, demonstrating some openness to varied cultures |

| |address significant global problems. |respectful interactions with other cultures. |cultures and worldviews. |and worldviews. |

| | | | | |

|Personal and Social Responsibility|Takes informed and responsible action to address ethical, |Analyzes the ethical, social, and environmental consequences |Explains the ethical, social, and environmental consequences |Identifies basic ethical dimensions of some local or |

| |social, and environmental challenges in global systems and |of global systems and identifies a range of actions informed |of local and national decisions on global systems. |national decisions that have global impact. |

| |evaluates the local and broader consequences of individual |by one’s sense of personal and civic responsibility. | | |

| |and collective interventions. | | | |

|Understanding Global Systems |Uses deep knowledge of the historic and contemporary role and|Analyzes major elements of global systems, including their |Examines the historical and contemporary roles, |Identifies the basic role of some global and local |

| |differential effects of human organizations and actions on |historic and contemporary interconnections and the |interconnections, and differential effects of human |institutions, ideas, and processes in the human and natural |

| |global systems to develop and advocate for informed, |differential effects of human organizations and actions, to |organizations and actions on global systems within the human |worlds. |

| |appropriate action to solve complex problems in the human and|pose elementary solutions to complex problems in the human |and the natural worlds. | |

| |natural worlds. |and natural worlds. | | |

|Applying Knowledge to Contemporary|Applies knowledge and skills to implement sophisticated, |Plans and evaluates more complex solutions to global |Formulates practical yet elementary solutions to global |Defines global challenges in basic ways, including a limited|

|Global |appropriate, and workable solutions to address complex global|challenges that are appropriate to their contexts using |challenges that use at least two disciplinary perspectives |number of perspectives and solutions. |

|Contexts |problems using interdisciplinary perspectives independently |multiple disciplinary perspectives (such as cultural, |(such as cultural, historical, and scientific). | |

| |or with others. |historical, and scientific). | | |

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